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All Journal Studies in Learning and Teaching International Journal of Humanities Education and Social Sciences
Nyathi, Patrick A.
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Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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The Introduction of Local Government in Mtubatuba: A Threat to the Local Traditional Authorities? Nyathi, Patrick A.
International Journal Of Humanities Education and Social Sciences (IJHESS) Vol 4 No 2 (2024): IJHESS OCTOBER 2024
Publisher : CV. AFDIFAL MAJU BERKAH

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55227/ijhess.v4i2.1002

Abstract

The events leading to the 1994 general elections marked a major turning point in the history of South Africa. The new dispensation saw the introduction of new legislation that would see traditional leaders ‘losing’ their powers to the newly established local government structures. The government’s White Paper on Local Government 1998 offered a new vision of a post-apartheid society, embodied in the concept of developmental local government. As a result, territories previously controlled by the traditional leaders would be divided into municipalities, each governed by an elected municipal council.  This paper uses a combination of archival sources such as newspapers, minutes of the committee meetings and other written documentary and oral sources drawn from in-depth interviews with local leaders, traditional leaders, and local people from the area. It argues that the incorporation of remote traditional areas under the jurisdiction of traditional leaders in the newly formed municipalities threatened the powers of traditional leaders and complicated the jobs of newly elected councillors, as they were expected to go through izinduna for any project to be successfully launched. This was the case mainly in instances where a local traditional leader and a councillor belong to different political parties.
The School Community Responses to the Impact of Overcrowding, Subject Streaming, and Systemic Challenges in a South African Township School Nyathi, Patrick A.; Luvalo, Loyiso
Studies in Learning and Teaching Vol. 7 No. 1 (2026): April (Article in Progress)
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v6i3.724

Abstract

Overcrowding, subject streaming, and broader systemic challenges are persistent issues in many township schools across South Africa. This study aimed to examine how these factors shape teaching, learning, and learner pathways in a South African township school. Using a qualitative research design, the study collected data through semi-structured interviews with 14 participants, including the deputy principal, departmental heads, and grade 12 teachers. Interview guides served as the primary research instrument, and thematic analysis was used to analyze the data. Drawing on interviews with participants and grounded in educational theories that guide classroom management in diverse contexts, the findings reveal that while subject streaming is intended to support differentiated instruction, it often intensifies overcrowding in certain subjects, limits access to gateway subjects, and reinforces existing learner inequalities. Educators also experience increased workloads due to large class sizes and limited resources. The study concludes that although subject streaming offers some instructional efficiencies, its unintended consequences undermine equity and educational quality. A holistic reconsideration of placement practices, resource allocation, and system-level support is therefore necessary to promote fair learning opportunities in South African township schools.
Co-Authors Luvalo, Loyiso